Farnoush Davis

Principles for Effective Online Language Learning Instruction

In online instruction, especially foreign language learning, there are many effective principles
which improve the outcome significantly. However, the following are four principles which I
think are the most important:

1. Effective communication and collaboration among students

The nature of foreign language learning requires constant and effective communication between
the students either in pairs or in larger groups. It is one of the most important principles to build a
community between students and encourage them to collaborate. The social aspect of
communication, social interaction and interpersonal relations, impacts the language learning
process (Mccombs & Vakili, 2005). This principle in an online environment can be facilitated
via live conferences and instant chats (synchronous) and e-mail and discussion forum
(asynchronous). The proper use of these online tools results in effective communication
outcomes. The outcome is the ability to understand and think deeply and exchange thoughts and
ideas.

2. Motivational and emotional characteristics

In the language learning process and online learning environment, the student’s motivation
strongly impacts the level of learning. Online students should have goals, inspiration, and interest
to self-drive in the learning process (Mccombs & Vakili, 2005). The learner’s motivation in
foreign language learning, in particular, creates active learning where students are required to
apply their learning to daily life (Graham & et al, 2000). An effective online instruction should
have a positive effect on the student’s emotion to decrease fear and anger and increase courage
and confidence (Astleitner, 2005). As an adult learner, the fear and frustration to speak and
practice the skills are preventive factors in foreign language learning. Moreover, being in an
online classroom without physical interactions, the motivation and confidence may decrease. An
effective online instruction can also help the learners to rebuild and strengthen their areas of need
through purposeful practices, sharing feelings and thoughts among the classmates, real-life
activities, etc.
 Farnoush Davis

3. Learning and individual differences

An effective instruction should consider the differences among the learners in all aspects of the
learner’s goals, learning strategies, strong and weak areas, and social-cultural backgrounds
(Mccombs & Vakili, 2005). Language learning, especially, deals with individual’s capabilities,
therefore, the materials and the type of exercises should be presented in a variety of ways to
cover the learner’s needs and encourage them to put them in practice. This principle is critical if
the target audiences are adults. Adult learners bring a variety of experience, skills, and
background knowledge with them into the classroom which often helps the learning process.

4. Applying knowledge in a meaningful way

Successful instruction creates an environment in which the learners can employ the new
knowledge in real-life situations. In the language learning process, receiving new materials will
not turn into deep and meaningful understanding until the learner uses these materials in a real
context (Mccombs & Vakili, 2005). An online learning environment enables the learners to
individualize the presented information based on their own needs and circumstances. This
instruction is good because it gets the students to relate the ideas that they are learning to real-
world issues (Graham & et al, 2000). This principle also refers to considering the target
audiences needs. The adult learners’ purpose of learning a language is different from K-12
learners, therefore, the provided materials and knowledge should satisfy their needs.

References:

Mccombs, B., Vakili, D., (2005). A learner-center framework for e-learning. Teachers College
Record, 107:8, 1582-1600.

Graham, C., Cagiltay, K., Craner, J., Lim, B., & Duffy, T., (2000). Teaching in a web based
distance learning environment: An evaluation summary based on four courses. CRLT
Technical Report, 13-00.

Astleitner, H., (2005). Principles of effective instruction general standards for teachers and
instructional designers. Journal of Instructional Psychology.
 Farnoush Davis

Reflection:

• What does good online instruction look like?

• Does it look the same for all grade levels and content areas?
• Will effective face-to-face teachers be effective online teachers?

Good and effective online instruction is constructed and designed based on: a) a learner’s needs
and level (K-12 or adult), b) the learning environment (online, face-to-face, or hybrid), and c)
area of content. We cannot apply one learning instruction for multiple instruction purposes and
audiences. For instance, theoretical (e.g. math) and practical (e.g. science) content areas cannot
be taught or learned with the same techniques and strategies. The above-mentioned aspects are
part of the instructional design and lesson plan preparation. I think the significant advantage of
an online course is that the learners are considered both as a group and as individuals. This
characteristic is almost faded in face-to-face classes where learners are always seen as a whole
group.

An effective face-to-face teacher will not necessarily be an effective online teacher. In an online
environment teachers mostly facilitate the learner-centered courses. The teaching techniques and
methods are different in an online course since the teacher and the students have a lack of
physical and actual interactions. An online teacher cannot guide the students step by step through
the lesson and exist in their present time. So, these differences require different skills for the
teacher to manage and lead an online class. The learning process in an online environment is
driven by generative strategies in which the learning procedure happens in an open-ended/ broad
task environment.